Silence in the Philosophical Classroom: On Learning and Teaching Poetry
DOI:
https://doi.org/10.12726/tjp.33.7Keywords:
poetry pedagogy, poetic language, interpretationAbstract
This article is an examination of the treatment of poetry within educational and academic contexts, a reflection from the positionality of a student of literature. It draws on both personal experiences and broader philosophical anxieties. It argues that institutional emphasis on analytical clarity and narrative coherence has led to a discomfort with the ambiguous, affective, and non-propositional nature of poetic language.
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